Improving Academic Achievement for All Students

AVID Schoolwide

Gloria McGehee-Koel, Director

AVID, Region VIII

Special Thanks to Jim Scarpino, S4 Director for Region 8

OBJECTIVES OF Meeting• To REVIEW research on how AVID

supports schoolwide students’ achievement.

• To SHARE research-based strategies that show how AVID can support schoolwide improvement.

• To EXPLORE the WRITE Path content materials

• To MAKE CONNECTIONS on how these strategies can meet the goals in the Single School Plan (SSP) and the Local Education Agency Plan (LEAP).

SUPPORTING SCHOOLWIDE STUDENT ACHIEVEMENT

AVID: A Comprehensive School Reform Model for Texas

National Forum of Educational Administration and Supervision Journal

Volume 19, Number 3, 2002-2003Karen M. Watt, Darlene Yanez, Griselda Cossio

Main Findings: “through proper implementation

(strong instructional leadershipusing AVID strategies school-wide

and staff development)underachieving, economically disadvantaged,

ethnic minority students can succeed in a rigorous curriculum.”

SUPPORTING SCHOOLWIDE STUDENT ACHIEVEMENT

AVID: A Comprehensive School Reform Model for Texas[National Forum of Educational Administration and Supervision

JournalVolume 19, Number 3, 2002-2003]

Main Findings: AVID is a catalyst for school-wide reform; AVID addresses and influences school policies that

can be barriers to student success; AVID is a pathway to opening access to Advanced

Placement; AVID can be adapted to meet the capacity and needs of

individual campuses to implement reform.

AVID and The Plans

Single School P lanSite P lan

A cademic Im provem ent for A ll StudentsA ll Resources

Single School P lanSite P lan

A cademic Im provem ent for A ll StudentsA ll Resources

NO CHILD LEFT BEHINDLocal Educational Agency Plan

District levelFive Perform ance G oals

Single School Plan

A single, comprehensive school plan to improve the academic performance of of all students. All subgroups are addressed in this plan.

The plan includes: • School Goals• Specific Actions to Improve Educational

Practices• On-Going Monitoring of Results• All resources available to the school

Local Education Agency PlanDistrict Level

• Performance Goal 1: All students will reach high standards …in reading and mathematics, by 2013-2014.

• Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high academic standards, …reading/language arts and mathematics.

• Performance Goal 3: By 2005-06, all students will be taught by highly qualified teachers.

• Performance Goal 4: Environments Conducive to Learning (page 39)

• Performance Goal 5: All students will graduate from high school.

Effective Instruction by Meta-Analysis

• This meta-analysis examines average effect of 1251 experimental studies

• Focuses on instructional strategies w/ high probability of success for all pupils, K-12 in all subjects

• Expresses results as effect size

Classroom Instruction That Works (2001, ASCD) Marzano, Pickering, & Pollock

What is Effect Size?

Effect Size Represents Increased or Decreased Achievement

of Experimental Group in Standard Deviation Units

Effect Size of 1 = 34 Percentile Point Gain Effect Size of 1 = 34 Percentile Point Gain

Effective

Teaching

Requires

Tools

That

Work

Homework & Practice

Reinforcing Effort &

Providing Recognition

Summarizing &

Note Taking

Identifying Similarities

& Differences

Nonlinguistic Representations

Effective Teaching

Requires Tools That Work!

Cooperative Learning

Setting Objectives & Providing Feedback

Generating & Testing

Hypotheses

Questions, Cues, &

Advanced Organizers

From Classroom Instruction That Works by Marzano,

Pickering, & Pollock (ASCD, 2001)

Interpreting Effect Size Significance

0

0.2

0.4

0.6

0.8

Small

Medium

Large

Small 0.2

Medium 0.5

Large 0.8

Effect Size

Jacob Cohen, Statistical Power Analysis for the Behavioral Sciences, 1988

Identifying Similarities & Differences

• Effect Size 1.61• Identifying similarities &

differences:– enhances understanding and ability

to use knowledge– includes comparison, classification,

metaphors, & analogies– increases in positive effect when

graphically represented

Identifying Similarities

& Differences

Summarizing & Note Taking

• Effect Size 1.00

• Effective note taking means:– deleting, substituting, &

keeping some information– learning to analyze – becoming aware of information

structures

Summarizing &

Note Taking

Reinforcing Effort & Providing Recognition

• Effect Size .80

• Rewards: – do not necessarily decrease intrinsic

motivation– most effective when used to attain

standards of performance– abstract or symbolic more effective

than tangible

Reinforcing Effort &

Providing Recognition

Homework & Practice

• Effect Size .77

• Homework should:– differ with grade level– keep parent involvement to

minimum– identify & articulate purpose– be commented on, if assignedHomework

& Practice

Non-Linguistic Representation

• Effect Size .75

• Non-Linguistic Representations:– generated in lots of ways, including

drawings, physical models, mental pictures, pictographs, kinesthetic activity

– elaborate on knowledge

Nonlinguistic Representations

Cooperative (Collaborative) Learning

• Effect Size .73

• Cooperative Learning works better when:– ability groups used sparingly– groups kept small– used consistently & systematically, but not

excessively

Cooperative Learning

Setting Objectives & Providing Feedback

• Effect Size .61

• Effective Instructional Goals:– narrow what students focus on,

but are not overly constrictive– invite students to personalize

the teacher’s goals

Setting Objectives & Providing Feedback

Generating & Testing Hypotheses

• Effect Size .61

• Hypotheses Formation/Testing:– may be approached inductively

or deductively– ask students to explain clearly

both hypotheses & conclusions

Generating & Testing

Hypotheses

Questions, Cues, & Advanced Organizers

• Effect Size .59

• Questions/Cues work well when:– focused on what’s important– asking for analysis, rather than recall

or recognition alone– used with adequate wait time– given before a learning experience

Questions, Cues, &

Advanced Organizers

WRITE PATH SERIES• What is it? The Write Path Series are sets of

materials in the core content areas that are based on the instructional strategies, WICR, (writing, inquiry, collaboration and reading) used in the AVID elective classes.

• What is the correlation of the WICR strategies with the research-based strategies?

Assignment:SURVEYING WRITE PATH

SERIES

• English Language Arts

• Mathematics

• History/ Social Sciences

• Science

• English Language Development

Directions

1. PREVIEW: Designated pages of the selected WRITE Path materials.

2. With a partner, SELECT one or more lessons in a content area. Determine which of the seven instructional strategies/effect size is reflected in different lessons.

3. RECORD the page number(s) of the lessons on the Cornell notes adjacent to its effect size.

4. WRITE your summary statement of your findings.

AVID Region 8 GrantIncentives

• Design A: One Day WRITE Path Workshops provided onsite.

• Design B: WRITE Path Mini-Workshops Series

• Customized WRITE Path Workshops

Any workshops scheduled and materials ordered prior to December 31, 2003 are discounted 50%.

Time to Reflect

• Jot down your response to these questions:

– What ideas interest me or caught my attention?

– How does this information fit into my SSP and the district’s LEAP?

– Who needs to know about this back at the site/district?

Questions and Answers

If interested, complete the Interest Form in your packet.